Assessment and Evaluation Edu 361

ASSESSMENT AND ASSESSMENT AND EVALUATIONEVALUATION

St. Joseph's College EDU 360St. Joseph's College EDU 360

How are they different?How are they different?

AssessmentAssessmentgathering information about gathering information about

individuals to better understand themindividuals to better understand them

EvaluationEvaluationplacing a judgment on work; placing a judgment on work;

assigning a gradeassigning a grade


Twin purposes of assessmentTwin purposes of assessment

Provide feedback to studentsProvide feedback to students Answers the questionsAnswers the questions

Did the students achieve the objective?Did the students achieve the objective? If not, will the feedback he/she received help If not, will the feedback he/she received help

improve the student’s performance?improve the student’s performance?

Diagnose for instructionDiagnose for instruction Answers the questionsAnswers the questions

Was my instruction effective?Was my instruction effective? If not, how can I improve my instruction to meet If not, how can I improve my instruction to meet

the needs of all students?the needs of all students?


Assessing during a lessonAssessing during a lesson

Ask questionsAsk questions Attend to verbal and nonverbal cuesAttend to verbal and nonverbal cues

misunderstanding misunderstanding behindbehind a question a question misunderstanding misunderstanding behindbehind a statement a statement facial expressionfacial expression body languagebody language

Provide Provide immediateimmediate feedback to problems feedback to problems observed in guided or independent practiceobserved in guided or independent practice


Assessing after a lessonAssessing after a lesson

Closure questionsClosure questions attend to thinking levelattend to thinking level extend thinking level extend thinking level

Exit cardExit card Homework that appropriately assesses lesson Homework that appropriately assesses lesson

attend to thinking levelattend to thinking level extend thinking levelextend thinking level

Review and follow-up in subsequent lessonsReview and follow-up in subsequent lessons


Formative vs. Summative Formative vs. Summative Assessment/EvaluationAssessment/Evaluation

FormativeFormative assessment/evaluation: assessment/evaluation: before or during instructionbefore or during instruction assists teacher decision-making about feedback assists teacher decision-making about feedback

and instructionand instruction

SummativeSummative assessment/evaluation: assessment/evaluation: after instructionafter instruction assists making judgments about student (and assists making judgments about student (and

teacher) accomplishmentsteacher) accomplishments


When should assessment become When should assessment become evaluation?evaluation?

Do I grade formative evaluations?Do I grade formative evaluations?

Should all grades have equal weight?Should all grades have equal weight?

What factors can be used to determine weight What factors can be used to determine weight of grades?of grades?


Traditional TestsTraditional TestsMATCH THINKING LEVEL OF INSTRUCTION TO MATCH THINKING LEVEL OF INSTRUCTION TO

THINKING LEVEL REQUIRED BY QUESTIONTHINKING LEVEL REQUIRED BY QUESTION

Objective questions:Objective questions: True-FalseTrue-False MatchingMatching Multiple choiceMultiple choice

Constructed-Response itemsConstructed-Response items Fill-in-the-blankFill-in-the-blank Short answerShort answer EssayEssay


Using objective quizzes/testsUsing objective quizzes/tests Use frequent, small quizzes and tests in addition to end-of-

unit exams. Give students instant feedback on their performance (for

example, putting the correct answers up on an overhead after all the tests are turned in.)

Consider allowing students to take quizzes first as individuals and then the same quiz again in groups.

Multiple-choice questions are easiest to write when there is a definitively right or wrong answer. Multiple-choice testing of more interpretive material should always include an appeal mechanism in which students can and must make an evidence-supported case for their answer


Essay question gradingEssay question grading

Test QuestionTest Question: Read the following poem and write an : Read the following poem and write an essay in which you provide an interpretation of the essay in which you provide an interpretation of the poem’s theme. In your analysis, include a discussion poem’s theme. In your analysis, include a discussion of two sound devices used by the poet which support of two sound devices used by the poet which support your interpretation. (25 points)your interpretation. (25 points)


Essay question gradingEssay question grading Holistic MethodHolistic Method

Overall impression of paper in consideration of Focus, usage, Overall impression of paper in consideration of Focus, usage, organization, clarity, detail, and accuracy.organization, clarity, detail, and accuracy.

Use of ExemplarsUse of Exemplars

FFocus ocus CCorrection orrection AAreasreas Addresses specific requirements or componentsAddresses specific requirements or components Limited to assessing only specific componentsLimited to assessing only specific components

Focus Correction Areas:Focus Correction Areas:Organization (4)Organization (4)

Meaning (6)Meaning (6)Development of ideas involving sound devices (10)Development of ideas involving sound devices (10)

Conventions of Written English (5)Conventions of Written English (5)


Alternative AssessmentsAlternative Assessments

ProjectsProjects

Performance AssessmentPerformance Assessment

Authentic AssessmentAuthentic Assessment

PortfoliosPortfolios


Scoring RubricsScoring Rubrics

A scoring rubric is a detailed description of A scoring rubric is a detailed description of some type of performance and the criteria some type of performance and the criteria that will be used to judge it.that will be used to judge it.

Types:Types: HolisticHolistic AnalyticAnalytic WeightedWeighted


RUBRICS: ScalesRUBRICS: Scales

ExcellentExcellent 5 4 3 2 1 5 4 3 2 1 Poor Poor

A B C D FA B C D F

Above Grade On Grade Below GradeAbove Grade On Grade Below Grade

ExcellentExcellent Very Good Good Poor Very Good Good Poor


Unit Project: Poetry ReadingUnit Project: Poetry ReadingWHAT ELEMENTS NEED TO BE WHAT ELEMENTS NEED TO BE

ASSESSED?ASSESSED? Oral InterpretationOral Interpretation Visual and/or Auditory AccompanimentVisual and/or Auditory Accompaniment Overall Quality and PreparednessOverall Quality and Preparedness Voice Quality: volume, pace, clarity Voice Quality: volume, pace, clarity

(pronunciation and enunciation)(pronunciation and enunciation)


GREAT WEBSITE!!GREAT WEBSITE!!

http://teachnology.com/http://teachnology.com/


ORAL INTERPRETATIONORAL INTERPRETATION

44 Uses voice inflection, stress, and pauses to enhance Uses voice inflection, stress, and pauses to enhance meaning and effect of poetry.meaning and effect of poetry.

33 Consistently uses voice inflection, stress, and pauses to Consistently uses voice inflection, stress, and pauses to communicate meaning and effect of poetry.communicate meaning and effect of poetry.

22 Some use of voice inflection, stress, and pauses to Some use of voice inflection, stress, and pauses to communicate meaning and effect of poetrycommunicate meaning and effect of poetry

11 Little, if any, use of voice inflection, stress, and pauses Little, if any, use of voice inflection, stress, and pauses to interpret poetry; may be monotone or choppy.to interpret poetry; may be monotone or choppy.


But what’s my grade?But what’s my grade?

One optionOne option::

Oral InterpretationOral Interpretation 4 X 25 = 1004 X 25 = 100

Visual/Audit. Accompmt.Visual/Audit. Accompmt. 3 X 25 = 753 X 25 = 75

Voice QualityVoice Quality 3 X 25 = 753 X 25 = 75

Overall Quality Overall Quality 4 X 25 = 1004 X 25 = 100

GRADE (AVERAGE of 4 grades) GRADE (AVERAGE of 4 grades) 8888


Another option: weighted rubricAnother option: weighted rubric

Oral Interpretation 4Oral Interpretation 4 XX 10 = 4010 = 40 Vis/Aud Accmpt 3 X Vis/Aud Accmpt 3 X 3 = 9 3 = 9 Voice quality 3 Voice quality 3 X X 4 = 12 4 = 12 Overall qualityOverall quality 44 X 8 = X 8 = 3232

GRADE:GRADE: 9393


Advantages of using analytic rubrics:Advantages of using analytic rubrics: Provide objective criteria to English teachers who Provide objective criteria to English teachers who

often grade students’ work subjectively.often grade students’ work subjectively.

They are less time-consuming than detailed They are less time-consuming than detailed explanations of grades on an individual basis.explanations of grades on an individual basis.

Patterns or trends of mistakes can be identified and Patterns or trends of mistakes can be identified and addressed.addressed.

Focuses grades on the stated criteria.Focuses grades on the stated criteria.

Students have a better understanding of what Students have a better understanding of what specifically is expected.specifically is expected.


Portfolios Portfolios Evaluates a sample of students’ work and other Evaluates a sample of students’ work and other

accomplishments over timeaccomplishments over time

Requires performance in contextRequires performance in context

Can be formative and instructional: work chosen by Can be formative and instructional: work chosen by student; becomes showcase for exemplary work that student; becomes showcase for exemplary work that shows growth over timeshows growth over time

Can be summative and evaluative: entries required by Can be summative and evaluative: entries required by the teacher and chosen to allow students to demonstrate the teacher and chosen to allow students to demonstrate mastery of particular objectives.mastery of particular objectives.

Can include tests, quizzes, evaluated classroom Can include tests, quizzes, evaluated classroom assignments, performance tasks (essays), projectsassignments, performance tasks (essays), projects


Sample project: Writing PortfolioSample project: Writing Portfolio Select, edit and present four previous pieces of Select, edit and present four previous pieces of

writing representing four different types of writing.writing representing four different types of writing.

Develop an introduction explaining what was learned Develop an introduction explaining what was learned and exhibited by each of the selections. Discuss and exhibited by each of the selections. Discuss growth as a writer. growth as a writer.

Create a cover, and a table of contents.Create a cover, and a table of contents.

Place pages in plastic holders and bind them in a Place pages in plastic holders and bind them in a plastic cover.plastic cover.

All work will be word processed in class time.All work will be word processed in class time.

ASSESSMENT AND ASSESSMENT AND EVALUATIONEVALUATION

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Assessment and Evaluation Edu 361

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